MPSHome Alumni Calendar Contact MyMPS
MYP Arts Course Outline

 

MYP Arts – Piano Course Outline

Year 4 & 5, grades 9 & 10

Course Instructor:  Elizabeth Roth

Email:  Elizabeth.Roth@mpls.k12.mn.us

 

Course Description/ Objectives: Students will increase their ability to play the piano.  Students will be exposed to a broad study of music from this and other cultures.  Student’s perception of elements in music and their ability to analyze many styles of music will increase.  Students will acquire the knowledge to recognize musical characteristics and develop musical skills.  Students will increase their understanding and use of musical vocabulary.   Lastly they will communicate by performing and creating music of others and of their own creation. 

 

All IB Learner Profile attributes are developed in this class but the ones that are demonstrated most are starred ***   

 

Inquirers***   Knowledgeable***     Thinkers          Communicators***    Principled

Open-minded          Caring                 Risk-takers***        Balanced            Reflective***

 

If you would like more information on the IB Learner Profile, please visit the IBO.org

 

The aims of MYP arts are to encourage and enable students to:


 

  • create and present art
  • develop skills specific to the discipline
  • engage in a process of creative exploration and (self-)discovery
  • make purposeful connections
  • investigation and practice
  • understand the relationship between art and its contexts
  • respond to and reflect on art
  • deepen their understanding of the world


 

 

I.  MN State Standards and MYP Objectives that are met:

 

I. Artistic Foundations

  1. Demonstrate knowledge of the foundations of the arts area.
  2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.
  3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.

 

II. Artistic Process:  Create or Make

  1. Create or make in a variety of contexts in the arts area using the artistic foundations

 

 

III. Artistic Process:  Perform or Present

  1. Perform or present in a variety of contexts in the arts area using the artistic foundations.

 

 

 

 

IV. Artistic Process:  Respond or Critique

  1. Respond to or critique a variety of creations and performances using the artistic foundations.

 

 

A. Knowing and understanding

        i.  demonstrate knowledge and understanding

            of the art form studied, including concepts,

            processes, and the use of subject-specific

            terminology

        ii.  demonstrate an understanding of the role of

           the art form in original or displaced contexts

         iii.  use acquired knowledge to purposefully

             inform artistic decisions in the process of

           creating artwork.

B. Developing skills

        i. demonstrate the acquisition and development

           of the skills and techniques of the art form  

           studied

        ii.  demonstrate the application of skills and

             techniques to create, perform and/or

             present art.

C. Thinking creatively

        i.  develop a feasible, clear, imaginative and

             coherent artistic intention

        ii.  demonstrate a range and depth of creative-

             thinking behaviors

       iii.  demonstrate the exploration of ideas to

              shape artistic intention through to a point

             of realization.

D. Responding

    i.   construct meaning and transfer learning to

         new settings

    ii.  create an artistic response that intends to

          reflect or impact on the world around them

    iii.  critique the artwork of self and others.

 

 

II. Teaching and Learning through Inquiry in the Arts

   Inquiry, in the broadest sense, is the process that people use to move to deeper levels of understanding.  Inquiry involves speculating, exploring, questioning and connecting.  In all IB programs, inquiry develops curiosity and promotes critical and creative thinking.   The MYP structures sustained inquiry in the arts by developing conceptual understanding in global contexts. Teachers and students develop a statement of inquiry and use inquiry questions to explore the subject.

    Units are designed with one of four Key Concepts; that promote the development of a broad curriculum, two to three Related concepts; that promote deep learning, and Global contexts; that direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the planet.

 

Key Concepts

Aesthetics -  In the arts, the concept of aesthetics is perceived differently around the world and across cultures. Aesthetics does not only address the rules and principles of beauty but should also include cultural perspectives and perception through the senses.

 

Identity -  In the arts we often explore the self and self-discovery through the concept of identity; however, identity may also refer to the identity of a genre, style, movement, particular artist or place.

 

Change -  The arts may be a reflection of change, or an inspiration for change. Change may be considered as external to the arts or incorporated within an artwork. In the arts, change can also be termed as metamorphosis or transformation—a marked change, in appearance, form, nature or character.

 

Communication -     Communication is often regarded in the arts as a message between the artist and an audience, or between performers. Without intended communication, the arts become solely self-expressive.         

 

Related Concepts           Performing arts

Audience

Expression

Interpretation

Presentation

Boundaries

Genre

Narrative

Role

Composition

Innovation

Play

Structure

 

Global contexts for teaching and learning

Global contexts direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the planet. Using the world as the broadest context for learning, MYP arts can develop meaningful explorations of:

 

Identities and Relationships                                       Orientation in Space and Time

Personal and Cultural Expression                              Scientific and Technical Innovation

Globalization and Sustainability                               Fairness and Development.

 

III.  Texts and other Required Materials

            Instrument                             

            Piano pieces/solo and ensemble music

****  3-ring binder to be used for the Developmental Workbook

            Student planner                      Pencil                          School ID

 

IV.  Methodology - This course will help support and further student success in the IB Middle Years Programme by incorporating these teaching strategies; cooperative learning, inquiry based instruction, direct instruction on the piano, research, reflections in Developmental Workbooks, critical review.

 

V.  Methods of Assessment - Over the course of the year I will use a variety of formative and 

summative assessments such as objective tests and quizzes, essays, individual and group

performances, presentations,             Developmental Workbook writings, to measure student progress in

relation to the MYP criterion (see below). 

 

VI.  Grading Policy;  All classwork and all MYP specific units will be graded according to the below criterion on the scale indicated which has been modified to fit an 8 point criterion to match MYP rubrics and is the grade scale per Patrick Henry Standards Based Grading Policy.

 

Summative Assessments – Playing and written tests on body, hand & finger positions and music theory, research assignment on topics in music history.  These assessments are 80% of the grade.

Learning Activities/Formative Assessment – Music theory packets and worksheets, small playing tests, personal and peer review and reflection. These activities and assessments are 20% of your grade.

 

A  100% - 87.00         A-   86.99 – 75.00       B+  74.99 – 71.00       B  70.99 – 66.00

B-  65.99 – 63.00        C+ 62.99 – 59.00        C  58.99 – 54.00         C-  53.99 – 50.00

D+  49.99– 44.00        D  43.99 – 31.00         D-  30.99 – 25.00        F  24.99 - 0

 

Criterion A: Knowing and Understanding                            Maximum 8

Students are expected to have a knowledge and understanding of the art form(s)studied.

  • demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-specific terminology
  • demonstrate understanding of the role of the art form in original or displaced contexts
  • use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

 

Level of Achievement

Descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student:

* demonstrates limited knowledge and understanding of the art form studied,

    including concepts, processes, and limited use of subject-specific terminology

*  demonstrates limited understanding of the role of the art form in original or

     displaced contexts

*  demonstrates limited use of acquired knowledge to purposefully inform  

      artistic decisions in the process of creating artwork.

3-4

The student:

*  demonstrates adequate knowledge and understanding of the art form studied,

    including concepts, processes, and adequate use of subject-specific terminology

*  demonstrates adequate understanding of the role of the art form in original or

     displaced contexts

*  demonstrates adequate use of acquired knowledge to purposefully inform 

      artistic decisions in the process of creating artwork.

5-6

The student:

*  demonstrates substantial knowledge and understanding of the art form studied,

    including concepts, processes, and substantial use of subject- specific terminology

*  demonstrates substantial understanding of the role of the art form in original or

    displaced contexts

*  demonstrates substantial use of acquired knowledge to purposefully inform artistic

    decisions.

7-8

The student:

*  demonstrates excellent knowledge and understanding of the art form

       studied, including concepts,  processes, and excellent use of subject-

       specific terminology

*  demonstrates excellent understanding of the role of the art form in

       original or displaced contexts

*  demonstrates excellent use of acquired knowledge to purposefully

      inform artistic decisions in the process of creating artwork.

 

Criterion B: Developing Skills                                                                      Maximum 8

  • demonstrate the acquisition and development of the skills and techniques of the art form

studied

  • demonstrate the application of skills and techniques to create, perform and/or present art

 

Level of

Achievement

Descriptors

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student:

*  demonstrates limited acquisition and development of the skills and techniques of

    the art form studied

*  demonstrates limited application of skills and techniques to create,  perform and/or

     present art.

3-4

The student:

*  demonstrates adequate acquisition and development of the skills and techniques

     of the art form studied

*  demonstrates adequate application of skills and techniques to create, perform

      and/or present art.

5-6

The student:

*demonstrates substantial acquisition and development of the skills and techniques   

    of the art form studied

*demonstrates substantial application of skills and techniques to create, perform

    and/or present art.

7-8

The student:

*demonstrates excellent acquisition and development of the skills and techniques of

   the art form studied

*demonstrates excellent application of skills and techniques to create, perform and/or

   present art.

 

 

Criterion C: Thinking Creatively                                                      Maximum 8

  • develop a feasible, clear, imaginative and coherent artistic intention
  • demonstrate a range and depth of creative-thinking behaviors
  • demonstrate exploration of ideas to shape artistic intention through to a point of realization.

 

 

Level of Achievement

Descriptors

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student:

*develops a limited artistic intention that is rarely feasible, clear, imaginative or coherent

*demonstrates a limited range or depth of creative-thinking behaviors

*demonstrates limited exploration of ideas to shape artistic intention that may reach a point of realization.

3-4

The student:

*develops an adequate artistic intention that is occasionally feasible, clear,

imaginative and/or coherent

*demonstrates an adequate range and depth of creative-thinking behaviors

*demonstrates adequate exploration of ideas to shape artistic intention through to a point of realization.

5-6

The student:

*  develops a substantial artistic intention that is often feasible, clear, imaginative and coherent

*  demonstrates a substantial range and depth of creative-thinking behaviors

*  demonstrates substantial exploration of ideas to purposefully shape

     artistic intention through to a point of realization.

7-8

The student:

*  develops an excellent artistic intention that is consistently feasible, clear,

     imaginative and coherent

*  demonstrates an excellent range and depth of creative-thinking behaviors

*  demonstrates excellent exploration of ideas to effectively shape artistic

     intention through  to a point of realization.

 

Criterion D: Responding                                                       Maximum 8

  • construct meaning and transfer learning to new settings
  • create an artistic response that intends to reflect or impact on the world around them
  •  critique the artwork of self and others.

 

 

Level of Achievement

Descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student:

*  constructs limited meaning and may transfer learning to new settings

*  creates a limited artistic response that may intend to reflect or impact on the

      world around him or her

*  presents a limited critique of the artwork of self and others.

3-4

The student:

*  constructs adequate meaning and occasionally transfers learning to new settings

*  creates an adequate artistic response that intends to reflect or impact on the

     world around him or her

*  presents an adequate critique of the artwork of self and others. 

5-6

The student:

*  constructs appropriate meaning and regularly transfers learning to new settings

*  creates a substantial artistic response that intends to reflect or impact on the

     world around him or her

*  presents a substantial critique of the artwork of self and others. 

7-8

The student:

*  constructs meaning with depth and insight and effectively transfers learning to new settings

*  creates an excellent artistic response that intends to effectively reflect or impact on the world around him or her

*  presents an excellent critique of the artwork of self and others.